Link to Civil Rights Slide Show
Link to Civil Rights Interactive Notebook
Link to Quizlet Set for Chapter 30
Monday, December 18, 2017
Monday, December 11, 2017
Tuesday, November 28, 2017
Monday, November 20, 2017
World War II Test Review
Information to assist you with your preparation for the World War II Test:
Link to World War II Slide Show
Link to World War II Flash Cards
Link to Chapter 23 Quizlet List
Link to Chapter 24 Quizlet List
Link to World War II Slide Show
Link to World War II Flash Cards
Link to Chapter 23 Quizlet List
Link to Chapter 24 Quizlet List
Thursday, November 9, 2017
11-14-17 World War II
Link to Quizlet Set - Chapter 23
Link to Quizlet Set - Chapter 24
Link to Chapter 23 Section 3
Link to Chapter 24 Sections 2-5
Link to Study Guide Questions on World War II
Link to Home Front Notes to Edit
Extra Credit Opportunity!
Make a new Hitler Reacts video with captions about anything in American History!
Link to Hitler Reacts Website
Link to Quizlet Set - Chapter 24
Link to Chapter 23 Section 3
Link to Chapter 24 Sections 2-5
Link to Study Guide Questions on World War II
Link to Home Front Notes to Edit
Extra Credit Opportunity!
Make a new Hitler Reacts video with captions about anything in American History!
Link to Hitler Reacts Website
Monday, October 30, 2017
Cinderella Man Assignment
Link to Quizlet Set
Link to Cinderella Man assignment
Answer the questions on your own paper and turn it in.
Link to Cinderella Man assignment
Answer the questions on your own paper and turn it in.
Monday, October 23, 2017
10-23-17 Review for 1920s Test
Essential Questions for the 1920s Unit:
What was the mood of many Americans in 1919? Why?
What impact did the automobile have on American Society? Explain.
What is the "chief business of the American People"? Explain.
How much of an impact did the 18th and 19th Amendments have on American life in the 1920s? Explain.
Was there really a Renaissance in Harlem in the 1920s? Explain.
What impact did mass media have on American life in the 1920s? Explain.
Post WWI and Roaring 20s Flash Cards
Quizlet set for Chapter 19
Quizlet set for chapter 20
What was the mood of many Americans in 1919? Why?
What impact did the automobile have on American Society? Explain.
What is the "chief business of the American People"? Explain.
How much of an impact did the 18th and 19th Amendments have on American life in the 1920s? Explain.
Was there really a Renaissance in Harlem in the 1920s? Explain.
What impact did mass media have on American life in the 1920s? Explain.
Post WWI and Roaring 20s Flash Cards
Quizlet set for Chapter 19
Quizlet set for chapter 20
Tuesday, October 17, 2017
10-17-17 1920s Newspaper Assignment
1920s Newspaper Assignment
Working with a partner, you are to complete an online newspaper that demonstrates an understanding of the 1920s.
Link to Newspaper Assignment
Link to Newspaper Template
Working with a partner, you are to complete an online newspaper that demonstrates an understanding of the 1920s.
Link to Newspaper Assignment
Link to Newspaper Template
Monday, October 16, 2017
10-16-17 Post WWI and the Roaring 20s
Link to Roaring 20s Slide Show
Key Terms:
-Isolationism
-Post-War Recession
-Red Scare
-Nativism/Xenophobia
-A. Mitchell Palmer
"Palmer Raids"
-1919 - The Year of the Strike
-USS Buford
-Emergency Quota Act
-National Origins Act
-New KKK
-Sacco & Vanzetti Case
Link to Red Scare Article
Key Terms:
-Isolationism
-Post-War Recession
-Red Scare
-Nativism/Xenophobia
-A. Mitchell Palmer
"Palmer Raids"
-1919 - The Year of the Strike
-USS Buford
-Emergency Quota Act
-National Origins Act
-New KKK
-Sacco & Vanzetti Case
Link to Red Scare Article
Monday, October 9, 2017
10-9-17 US in World War I
Link to World War I Slide Show
Link to WWI Video Questions - "Shell Shock"
Link to Quizlet Set for WWI
Link to Join Quizlet Class
Sign up with Newsela
Read the article and complete the quiz questions for comprehension.
Choose Your Own Activity
Link to project instructions for 1st Period.
Link to project instructions for 2nd and 4th Period
You will begin a project to be completed in groups of 3. Make sure you read the instructions very carefully. You will have two days to complete this during class time. There is also a rubric on the instructions to help you in your preparation.
Link to WWI Video Questions - "Shell Shock"
Link to Quizlet Set for WWI
Link to Join Quizlet Class
Sign up with Newsela
Read the article and complete the quiz questions for comprehension.
Choose Your Own Activity
Link to project instructions for 1st Period.
Link to project instructions for 2nd and 4th Period
You will begin a project to be completed in groups of 3. Make sure you read the instructions very carefully. You will have two days to complete this during class time. There is also a rubric on the instructions to help you in your preparation.
Friday, October 6, 2017
10-6-17 US in World War I
Link to World War I Flash Cards
Today we will begin our study of the US in World War I. But first we must get an understanding of the background causes of the war.
Acrostic Activity
Link on How to do an Acrostic
You will be assigned to a group where you will create an Acrostic Writing which breaks down and describes one of the 4 main causes of World War I. Once your group comes up with an accurate description, you will then need to put in on a mini poster and be prepared to present it to the class. The textbook (Chapter 18) and the handout below will provide some useful information.
Link to MAIN Handout
Today we will begin our study of the US in World War I. But first we must get an understanding of the background causes of the war.
Acrostic Activity
Link on How to do an Acrostic
You will be assigned to a group where you will create an Acrostic Writing which breaks down and describes one of the 4 main causes of World War I. Once your group comes up with an accurate description, you will then need to put in on a mini poster and be prepared to present it to the class. The textbook (Chapter 18) and the handout below will provide some useful information.
Link to MAIN Handout
Thursday, September 28, 2017
10-2-17 US Imperialism
Link to Imperialism Cartoon Analysis Slideshow
Link to Imperialism Slideshow
Link to Imperialism Flash Cards
Link to Mark Twain's War Prayer
“Lord our Father, our young patriots, idols of our hearts, go forth into battle — be Thou near them! With them — in spirit — we also go forth from the sweet peace of our beloved firesides to smite the foe. O Lord our God, help us tear their soldiers to bloody shreds with our shells; help us to cover their smiling fields with the pale forms of their patriot dead; help us to drown the thunder of the guns with the shrieks of their wounded, writhing in pain; help us to lay waste their humble homes with a hurricane of fire; help us to wring the hearts of their unoffending widows with unavailing grief; help us to turn them out roofless with their little children to wander unfriended in the wastes of their desolated land in rags and hunger and thirst, sports of the sun flames in summer and the icy winds of winter, broken in spirit, worn with travail, imploring thee for the refuge of the grave and denied it —
Link to Imperialism Slideshow
Link to Imperialism Flash Cards
Link to Mark Twain's War Prayer
The War Prayer
by Mark Twain
It was a time of great and exalting excitement. The country was up in arms, the war was on, in every breast burned the holy fire of patriotism; the drums were beating, the bands playing, the toy pistols popping, the bunched firecrackers hissing and spluttering; on every hand and far down the receding and fading spread of roofs and balconies a fluttering wilderness of flags flashed in the sun; daily the young volunteers marched down the wide avenue gay and fine in their new uniforms, the proud fathers and mothers and sisters and sweethearts cheering them with voices choked with happy emotion as they swung by; nightly the packed mass meetings listened, panting, to patriot oratory with stirred the deepest deeps of their hearts, and which they interrupted at briefest intervals with cyclones of applause, the tears running down their cheeks the while; in the churches the pastors preached devotion to flag and country, and invoked the God of Battles beseeching His aid in our good cause in outpourings of fervid eloquence which moved every listener.
It was indeed a glad and gracious time, and the half dozen rash spirits that ventured to disapprove of the war and cast a doubt upon its righteousness straightway got such a stern and angry warning that for their personal safety’s sake they quickly shrank out of sight and offended no more in that way.
Sunday morning came — next day the battalions would leave for the front; the church was filled; the volunteers were there, their young faces alight with martial dreams — visions of the stern advance, the gathering momentum, the rushing charge, the flashing sabers, the flight of the foe, the tumult, the enveloping smoke, the fierce pursuit, the surrender!
Then home from the war, bronzed heroes, welcomed, adored, submerged in golden seas of glory! With the volunteers sat their dear ones, proud, happy, and envied by the neighbors and friends who had no sons and brothers to send forth to the field of honor, there to win for the flag, or, failing, die the noblest of noble deaths. The service proceeded; a war chapter from the Old Testament was read; the first prayer was said; it was followed by an organ burst that shook the building, and with one impulse the house rose, with glowing eyes and beating hearts, and poured out that tremendous invocation:
God the all-terrible! Thou who ordainest,
Thunder thy clarion and lightning thy sword!
Then came the “long” prayer. None could remember the like of it for passionate pleading and moving and beautiful language. The burden of its supplication was, that an ever-merciful and benignant Father of us all would watch over our noble young soldiers, and aid, comfort, and encourage them in their patriotic work; bless them, shield them in the day of battle and the hour of peril, bear them in His mighty hand, make them strong and confident, invincible in the bloody onset; help them crush the foe, grant to them and to their flag and country imperishable honor and glory —
An aged stranger entered and moved with slow and noiseless step up the main aisle, his eyes fixed upon the minister, his long body clothed in a robe that reached to his feet, his head bare, his white hair descending in a frothy cataract to his shoulders, his seamy face unnaturally pale, pale even to ghastliness. With all eyes following him and wondering, he made his silent way; without pausing, he ascended to the preacher’s side and stood there waiting. With shut lids the preacher, unconscious of his presence, continued his moving prayer, and at last finished it with the words, uttered in fervent appeal, “Bless our arms, grant us the victory, O Lord and God, Father and Protector of our land and flag!”
The stranger touched his arm, motioned him to step aside — which the startled minister did — and took his place. During some moments he surveyed the spellbound audience with solemn eyes, in which burned an uncanny light; then in a deep voice he said:
“I come from the Throne — bearing a message from Almighty God!” The words smote the house with a shock; if the stranger perceived it he gave no attention. “He has heard the prayer of His servant your shepherd, and will grant it if such be your desire after I, His messenger, shall have explained to you its import — that is to say, its full import. For it is like unto many of the prayers of men, in that it asks for more than he who utters it is aware of — except he pause and think. “God’s servant and yours has prayed his prayer. Has he paused and taken thought? Is it one prayer? No, it is two — one uttered, and the other not. Both have reached the ear of Him who heareth all supplications, the spoken and the unspoken. Ponder this — keep it in mind. If you would beseech a blessing upon yourself, beware! lest without intent you invoke a curse upon your neighbor at the same time. If you pray for the blessing of rain on your crop which needs it, by that act you are possibly praying for a curse on some neighbor’s crop which may not need rain and can be injured by it.
“You have heard your servant’s prayer — the uttered part of it. I am commissioned by God to put into words the other part of it — that part which the pastor — and also you in your hearts — fervently prayed silently. And ignorantly and unthinkingly? God grant that it was so! You heard the words ‘Grant us the victory, O Lord our God!’ That is sufficient. The whole of the uttered prayer is compact into those pregnant words. Elaborations were not necessary. When you have prayed for victory you have prayed for many unmentioned results which follow victory — must follow it, cannot help but follow it. Upon the listening spirit of God fell also the unspoken part of the prayer. He commandeth me to put it into words. Listen!
It was indeed a glad and gracious time, and the half dozen rash spirits that ventured to disapprove of the war and cast a doubt upon its righteousness straightway got such a stern and angry warning that for their personal safety’s sake they quickly shrank out of sight and offended no more in that way.
Sunday morning came — next day the battalions would leave for the front; the church was filled; the volunteers were there, their young faces alight with martial dreams — visions of the stern advance, the gathering momentum, the rushing charge, the flashing sabers, the flight of the foe, the tumult, the enveloping smoke, the fierce pursuit, the surrender!
Then home from the war, bronzed heroes, welcomed, adored, submerged in golden seas of glory! With the volunteers sat their dear ones, proud, happy, and envied by the neighbors and friends who had no sons and brothers to send forth to the field of honor, there to win for the flag, or, failing, die the noblest of noble deaths. The service proceeded; a war chapter from the Old Testament was read; the first prayer was said; it was followed by an organ burst that shook the building, and with one impulse the house rose, with glowing eyes and beating hearts, and poured out that tremendous invocation:
God the all-terrible! Thou who ordainest,
Thunder thy clarion and lightning thy sword!
Then came the “long” prayer. None could remember the like of it for passionate pleading and moving and beautiful language. The burden of its supplication was, that an ever-merciful and benignant Father of us all would watch over our noble young soldiers, and aid, comfort, and encourage them in their patriotic work; bless them, shield them in the day of battle and the hour of peril, bear them in His mighty hand, make them strong and confident, invincible in the bloody onset; help them crush the foe, grant to them and to their flag and country imperishable honor and glory —
An aged stranger entered and moved with slow and noiseless step up the main aisle, his eyes fixed upon the minister, his long body clothed in a robe that reached to his feet, his head bare, his white hair descending in a frothy cataract to his shoulders, his seamy face unnaturally pale, pale even to ghastliness. With all eyes following him and wondering, he made his silent way; without pausing, he ascended to the preacher’s side and stood there waiting. With shut lids the preacher, unconscious of his presence, continued his moving prayer, and at last finished it with the words, uttered in fervent appeal, “Bless our arms, grant us the victory, O Lord and God, Father and Protector of our land and flag!”
The stranger touched his arm, motioned him to step aside — which the startled minister did — and took his place. During some moments he surveyed the spellbound audience with solemn eyes, in which burned an uncanny light; then in a deep voice he said:
“I come from the Throne — bearing a message from Almighty God!” The words smote the house with a shock; if the stranger perceived it he gave no attention. “He has heard the prayer of His servant your shepherd, and will grant it if such be your desire after I, His messenger, shall have explained to you its import — that is to say, its full import. For it is like unto many of the prayers of men, in that it asks for more than he who utters it is aware of — except he pause and think. “God’s servant and yours has prayed his prayer. Has he paused and taken thought? Is it one prayer? No, it is two — one uttered, and the other not. Both have reached the ear of Him who heareth all supplications, the spoken and the unspoken. Ponder this — keep it in mind. If you would beseech a blessing upon yourself, beware! lest without intent you invoke a curse upon your neighbor at the same time. If you pray for the blessing of rain on your crop which needs it, by that act you are possibly praying for a curse on some neighbor’s crop which may not need rain and can be injured by it.
“You have heard your servant’s prayer — the uttered part of it. I am commissioned by God to put into words the other part of it — that part which the pastor — and also you in your hearts — fervently prayed silently. And ignorantly and unthinkingly? God grant that it was so! You heard the words ‘Grant us the victory, O Lord our God!’ That is sufficient. The whole of the uttered prayer is compact into those pregnant words. Elaborations were not necessary. When you have prayed for victory you have prayed for many unmentioned results which follow victory — must follow it, cannot help but follow it. Upon the listening spirit of God fell also the unspoken part of the prayer. He commandeth me to put it into words. Listen!
“Lord our Father, our young patriots, idols of our hearts, go forth into battle — be Thou near them! With them — in spirit — we also go forth from the sweet peace of our beloved firesides to smite the foe. O Lord our God, help us tear their soldiers to bloody shreds with our shells; help us to cover their smiling fields with the pale forms of their patriot dead; help us to drown the thunder of the guns with the shrieks of their wounded, writhing in pain; help us to lay waste their humble homes with a hurricane of fire; help us to wring the hearts of their unoffending widows with unavailing grief; help us to turn them out roofless with their little children to wander unfriended in the wastes of their desolated land in rags and hunger and thirst, sports of the sun flames in summer and the icy winds of winter, broken in spirit, worn with travail, imploring thee for the refuge of the grave and denied it —
For our sakes who adore Thee, Lord, blast their hopes, blight their lives, protract their bitter pilgrimmage, make heavy their steps, water their way with their tears, stain the white snow with the blood of their wounded feet!
We ask it, in the spirit of love, of Him Who is the Source of Love, and Who is the ever-faithful refuge and friend of all that are sore beset and seek His aid with humble and contrite hearts. Amen.
(After a pause.) “Ye have prayed it; if ye still desire it, speak! The messenger of the Most High waits.”
...
It was believed afterward that the man was a lunatic, because there was no sense in what he said.
...
It was believed afterward that the man was a lunatic, because there was no sense in what he said.
Tuesday, September 26, 2017
9-26-17 Industrialization Debate
Has industrialization produced more benefits or more problems for the nation?
Industrialization debate between Andrew Carnegie and Henry George
Divide into two groups. Each group will take the opinion of either Carnegie or George and present to the class. Then each group will present their argument to answer the question.
"In our opinion, industrialization has produced more ________ in the following three ways:"
Link to Articles about Industrialization
Link to Bluff Questions and Answers
Industrialization debate between Andrew Carnegie and Henry George
Divide into two groups. Each group will take the opinion of either Carnegie or George and present to the class. Then each group will present their argument to answer the question.
"In our opinion, industrialization has produced more ________ in the following three ways:"
Link to Articles about Industrialization
Link to Bluff Questions and Answers
Friday, September 22, 2017
Wednesday, September 20, 2017
9-20-17 History Readers Theater
History Readers Theater
In a small group, you are to use your book (chapter 16) to research an issue we have been discussing in the Gilded Age and Progressive Eras. Your task is to create a short dialogue in the form of a script that would reinforce information that we have been learning. This script should include a title, setting, narration, and dialogue. The dialogue should inform the audience about the issue with as much information that you can find or ad lib. It should be typed using a google document (Link to Google Doc) and then shared with me when your group has finished. You need a minimum of 20 lines of dialogue. Be prepared to present to the class.
Possible tasks to select from:
Civil Rights Reforms
Workplace reforms
City government reforms
State government reforms
Election reforms
Education and employment opportunities for women
Political issues for women
The suffragist movement
TR and the Coal Strike
TR and the Northern Securities Company
TR and consumer protection
TR and John Muir on Conservation
In a small group, you are to use your book (chapter 16) to research an issue we have been discussing in the Gilded Age and Progressive Eras. Your task is to create a short dialogue in the form of a script that would reinforce information that we have been learning. This script should include a title, setting, narration, and dialogue. The dialogue should inform the audience about the issue with as much information that you can find or ad lib. It should be typed using a google document (Link to Google Doc) and then shared with me when your group has finished. You need a minimum of 20 lines of dialogue. Be prepared to present to the class.
Possible tasks to select from:
Civil Rights Reforms
Workplace reforms
City government reforms
State government reforms
Election reforms
Education and employment opportunities for women
Political issues for women
The suffragist movement
TR and the Coal Strike
TR and the Northern Securities Company
TR and consumer protection
TR and John Muir on Conservation
Thursday, September 14, 2017
Thursday, September 7, 2017
Gilded Age (continued) 9-7-17
After finishing the movie Far and Away, we will need to take a quiz to check for learning and understanding.
Link to Jacob Riis Article
Link to Google Form Quiz
Link to Matching Quiz
Link to Gilded Age Flashcards
Link to Jacob Riis Article
Link to Google Form Quiz
Link to Matching Quiz
Link to Gilded Age Flashcards
Wednesday, August 30, 2017
Wed. 8/30/17
Today we will be continuing our study of the West.
Link to Quizlet Set
Key Terms:
- Farmers' Hardships
- The Grange
- Munn v. Illinois
- Wabash v. Illinois
- Interstate Commerce Commission (ICC)
-Farmers' Alliances
-Money Supply Issue
-Populist Party (People's Party)
-Mary Elizabeth Lease
-Panic of 1893
-Election of 1896
-William Jennings Bryan
-Frederick Jackson Turner
Link to The West Slideshow
We will also be watching a video from the America: Story of Us series entitled "Heartland".
Below is a viewing guide to go along with the video.
Link to Quizlet Set
Key Terms:
- Farmers' Hardships
- The Grange
- Munn v. Illinois
- Wabash v. Illinois
- Interstate Commerce Commission (ICC)
-Farmers' Alliances
-Money Supply Issue
-Populist Party (People's Party)
-Mary Elizabeth Lease
-Panic of 1893
-Election of 1896
-William Jennings Bryan
-Frederick Jackson Turner
Link to The West Slideshow
We will also be watching a video from the America: Story of Us series entitled "Heartland".
Below is a viewing guide to go along with the video.
America: The Story of Us Ep. 6: “Heartland”
The Transcontinental Railroad 00:00 - 10:46
- How long did it take to journey across the U.S. by wagon?
- What was the big obstacle to the transcontinental railroad?
- How did the government pay for the railroad?
- How does Han Lai Wo (the Chinese immigrant) manage to create a better life for himself in America?
The Great Plains 10:47 - 25:48
- What did you need to claim 160 acres under the Homestead Act?
- What major problem hits the farms on the Great Plains every year?
- Aside from tornadoes, what major problem hits the people of the Great Plains?
- What do the rivermen do?
- What were the buffalo hides used for back East?
- Why did Natives prefer bows to firearms for buffalo hunts?
- By 1889, how many wild buffalo remained in the U.S.?
Cowboys 25:49 - 35:24
- Where did the knowledge of how to be cowboys come from?
- What was the racial makeup of the cowboys?
- “Abraham Lincoln may have freed all men, but ______________ made them equal.”
- What brought the cowboy era to an end?
Natives and New Technologies 35:24 - 43:54
- How did Custer find the Sioux?
- What triggered the massacre at Wounded Knee?
- How did they solve the problem of scheduling trains with different times?
- What idea came from Sears selling pocket watches?
- In 20 years, the U.S. population doubles to _______________ million.
Monday, August 28, 2017
Welcome to the new school year
Hello and welcome to the blog for Mr. Jensen's American History II classes. This will be the place where you can find assignments, links, and other types of information that will be useful to this class. If you haven't already, you should sign up with my Remind link to be able to receive important reminders about things related to the class.
To sign up with remind, send the message @jensenah2 to the phone number 81010
Also, I will need to have access to some important contact information for you and your parents or guardians. Please click the link below to fill in the appropriate information.
Student information link
American History II Pacing Guide
American History II Syllabus
Briefly review where American History 1 left off and introduce American History II Unit 1 - Conquest of the West.
Explain the significance of the West at the end of the Civil War.
Concepts to know:
Groups that settled The West
Pacific Railway Act
Homestead Act
Morrill Land Grant Act
US Indian Policy after the Civil War
Dawes Act
Americanization or Death
Boom and Bust
Cowboys & Ranchers
Read Sections 1 & 2 of Chapter 13
To sign up with remind, send the message @jensenah2 to the phone number 81010
Also, I will need to have access to some important contact information for you and your parents or guardians. Please click the link below to fill in the appropriate information.
Student information link
American History II Pacing Guide
American History II Syllabus
Briefly review where American History 1 left off and introduce American History II Unit 1 - Conquest of the West.
Explain the significance of the West at the end of the Civil War.
Concepts to know:
Groups that settled The West
Pacific Railway Act
Homestead Act
Morrill Land Grant Act
US Indian Policy after the Civil War
Dawes Act
Americanization or Death
Boom and Bust
Cowboys & Ranchers
Read Sections 1 & 2 of Chapter 13
Thursday, May 25, 2017
Flash Cards to Review With
Congratulations! You have finished your two-year long journey of studying American History. Here is some information to help you in your preparation for the final exam. Do yourself a favor and go through the flashcards once or twice and see if you recall the information. Any time spent preparing would not be wasted.
American History II Study Guide
The West and Populism 1865 - 1896
The Gilded Age 1877 - 1910
The Progressive Era 1890 - 1917
US Imperialism 1890 - 1917
US in World War I 1914-1920
Post-WWI and Roaring 20s 1919 - 1929
Great Depression and New Deal 1929 -1939
US in World War II 1939 - 1945
Early Cold War Flash Cards 1945 - 1960
Middle Cold War Flash Cards 1960 - 1979
Late Cold War Flash Cards 1980 - Present
American History II Study Guide
The West and Populism 1865 - 1896
The Gilded Age 1877 - 1910
The Progressive Era 1890 - 1917
US Imperialism 1890 - 1917
US in World War I 1914-1920
Post-WWI and Roaring 20s 1919 - 1929
Great Depression and New Deal 1929 -1939
US in World War II 1939 - 1945
Early Cold War Flash Cards 1945 - 1960
Middle Cold War Flash Cards 1960 - 1979
Late Cold War Flash Cards 1980 - Present
Thursday, May 18, 2017
Assignments for 5/18/17
Both classes are to complete a series of questions about the 1970s. You may use a book (either the American Anthem [blue book] or a red book called The Americans) to assist with finding the answers. I would start with The Americans. This is to be done individually and turned in upon completion.
Friday, May 12, 2017
Friday, April 7, 2017
4-7-17
Link to Picture Book
Picture Book Assignment
Topics:
World War II Turning Points
America's Homefront During WWII
Rise of Dictators
The Pacific Theater in WWII
The European Theater in WWII
You are to create an 8 page Children's book about one of the above topics about WWII
You are to include a title page with Picture and a catchy title.
On the 6 inside pages write your story.
a. Each page must have 3 or more written sentences. These must be written using simple words that a child could understand.
b. Each page must have a drawing (picture, symbol, map, graphic organizer [“bubbles”], etc.
c. The topics should be chronological. That is, the events that happened first should be the beginning of the book.
On the back include a short summary of the book like you’d find on any other book.
Picture Book Assignment
Topics:
World War II Turning Points
America's Homefront During WWII
Rise of Dictators
The Pacific Theater in WWII
The European Theater in WWII
You are to create an 8 page Children's book about one of the above topics about WWII
You are to include a title page with Picture and a catchy title.
On the 6 inside pages write your story.
a. Each page must have 3 or more written sentences. These must be written using simple words that a child could understand.
b. Each page must have a drawing (picture, symbol, map, graphic organizer [“bubbles”], etc.
c. The topics should be chronological. That is, the events that happened first should be the beginning of the book.
On the back include a short summary of the book like you’d find on any other book.
Wednesday, April 5, 2017
4-5-17 World War II
Link to World War II Slideshow
Link to World War II Flashcards
Link to Quizlet Set for Chapter 23
Link to Quizlet Set for Chapter 24
LInk to World War II Quiz
Link to World War II Flashcards
Link to Quizlet Set for Chapter 23
Link to Quizlet Set for Chapter 24
LInk to World War II Quiz
Thursday, March 23, 2017
3/23/17
I will be out of class today. Your assignments for today are as follows:
There is a worksheet you need to complete on chapters 21 & 22 while using a textbook. You need to complete this on your own. Turn it in when finished.
If there is any time left, I want you to complete an acrostic using the word GREAT DEPRESSION. You are to write phrases specific to the time period using information and terms that you have learned about the topic. Turn this in as well. Have a great day!
There is a worksheet you need to complete on chapters 21 & 22 while using a textbook. You need to complete this on your own. Turn it in when finished.
If there is any time left, I want you to complete an acrostic using the word GREAT DEPRESSION. You are to write phrases specific to the time period using information and terms that you have learned about the topic. Turn this in as well. Have a great day!
Thursday, March 16, 2017
3-15-17
Link to Roaring 20s Assignment
Link to two page template
Link to Rubric. Each component will be graded as 100, 80, or 60.
Link to two page template
Link to Rubric. Each component will be graded as 100, 80, or 60.
Wednesday, March 1, 2017
3-1-17
Choose Your Own Activity Assignment
Today you will be working in small groups to complete a series of assignments.
Link to Assignment Page for 2nd Period class.
Link to Assignment Page for 3rd Period class.
Today you will be working in small groups to complete a series of assignments.
Link to Assignment Page for 2nd Period class.
Link to Assignment Page for 3rd Period class.
Wednesday, February 8, 2017
Tuesday, January 31, 2017
Tuesday, January 24, 2017
Wednesday 1-25-17
The West (1865-1890)
Groups that settled the West
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Pacific Railway Act - 1863
Promontory Point, UT - 1869
Homestead Act
Morrill Land Grant Act
US Indian Policy
-Dawes Act 1887
-Indian Wars
-Cowboys & Ranchers
-Joseph Glidden
Destruction of the Buffalo - Cause and effect activity
Read pages 439-440 in your book.
What were the major effects of the destruction of the Buffalo on the Native Americans?
Watch episode 4 of The American West (1:44 - 15:35)
American West Episode 4
Sources of Conflict Activity:
Identify 5 sources of conflict between the Plains Indians and the US Government.
Tuesday 1-24-17
Hello, and welcome back for another school year. This is the blog site for Mr. Jensen's American History II class. You will need to bookmark this site as it will be used a lot this semester for assignments and notifications. Your first task is to fill in some personal contact information that I might need.
Link to Student Information Sheet
Secondly, I need you to sign up with Remind by downloading the Remind App or by texting the word @jensenah2 to the number 81010
Link to Student Information Sheet
Secondly, I need you to sign up with Remind by downloading the Remind App or by texting the word @jensenah2 to the number 81010
Friday, January 13, 2017
Tuesday, January 3, 2017
Tuesday 1-3-17
Link to Questions on the 1970s
You are to answer these on your own paper.
Link to Textbook Site to answer questions
Use chapters 23 and 24
Link to SuperTeacher Jeopardy Game
You are to answer these on your own paper.
Link to Textbook Site to answer questions
Use chapters 23 and 24
Link to SuperTeacher Jeopardy Game
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